ALTERNATION PEDAGOGY AND RURAL TEACHER TRAINING IN ESPIRITO SANTO

• Autor(a) principal: Gerke, Janinha
• Data de Publicação: 2024
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Olh@res (Universidade Federal de São Paulo)
• Texto Completo: https://periodicos.unifesp.br/index.php/olhares/article/view/15833
• topic: Educação; Formação Docente; Pedagogia da Alternância; Education; Teacher Training; Alternation Pedagogy; Educación; Formación docente; Pedagogía de la Alternancia.

This writing to present the main constitutive landmarks of the specificity of teacher training in rural areas in Espírito Santo. It adopts a methodological perspective of a bibliographic research and take as a reference the discussions and data accumulated by researchers from Espírito Santo, highlighting the built itineraries, challenges, and ongoing actions. The central focus of the discussion lies in the relevance of training that is entwined within the diversity that characterizes rural areas in Espírito Santo, based on  its territorial and ethno-cultural occupation. The Alternation Pedagogy is the theoretical and methodological perspective that underpins the formative processes, thus guiding the principles and goals  of a training program that integrates political and pedagogical assumptions in the training of rural educators. The defense for the specificity training of rural teacher-educator-monitors stands in contraposition to a generalist and/or adaptationist perspective of education, as well as the need to comprehend the singularities of the  Alternation Pedagogy and Rural Education in their theoretical and methodological dimensions. Finally, it presents some achievements and challenges of this process, based on work with social movements and propositions gathered at the 1st National Conference on Alternation Pedagogy, held in Salvador in 2019.